結合聊天機器人與推薦系統之閱讀學伴應用於國小閱讀

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姓名

鄭博晏(Bo-Yan Zheng) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

結合聊天機器人與推薦系統之閱讀學伴應用於國小閱讀
(Implementation of a Reading Companion System Integrating Chatbot and Book Recommendations to Support Elementary Students′ Reading)

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至系統瀏覽論文 (2027-8-1以後開放)

摘要(中)

閱讀是獲得知識最根本方式，過往教師較難找尋符合學生難度書籍幫助學生跳脫閱讀舒適圈。而藉由數位科技導入，將閱讀學習歷程、學生個人化資訊及書籍資訊整合至數位平台中，學生可透過學習歷程檔案來監控自己，教師得以透過閱讀歷程檔案瞭解每位學生閱讀狀況。此外，學者提出「學習同伴」概念促使學生與同伴互動、詢問資訊，以吸引學生注意並促進學生參與。自我調整是學習者計劃、監控和標準化他們的學習過程，學生閱讀過程中，為了追求更符合自身程度或不同領域的書籍，可融合自我調整理論，以幫助學生對於書籍的選擇與規劃。
本研究結合「聊天機器人」與「推薦機制」搭配「自我調整」理論及「學習同伴」開發「閱讀學習同伴」系統，讓學生與閱讀學習同伴進行互動，其功能有查閱、借閱書籍、訂定閱讀清單、推薦書籍、搜尋自我和同儕閱讀歷程。本研究實驗對象為小學四、五年級共三十四位學生，實驗期間共為十二週，前六週為前後測及學生使用系統，透過使用閱讀學習同伴系統，收集學生系統各功能使用行為，第十二週進行延宕測驗，探討系統導入對於學生閱讀能力的持續性。本研究將學生依照自我調整能力分組，來瞭解自我調整能力高低差異。並用行為分析發掘不同組別學生系統上的潛在學習模式，以確切數據與資訊幫助教師掌握學生閱讀情形。
研究結果發現導入系統後，學生整體閱讀理解能力有提升趨勢且發現閱讀理解能力受到自我調整與先備閱讀能力影響；自我調整能力上整體學生維持不變，分組後發現自我調整能力高的學生更有目的進行閱讀資訊規劃與使用閱讀學伴。行為模式分析下發現均衡且有目的使用系統及接受學伴推薦書籍的學生，閱讀能力高於其他無目的且過度使用系統的學生。學生問卷回饋及教師訪談中得知，學生主要選書模式是：自己選擇、同儕借閱、老師推薦；教師整體表示透過系統更瞭解學生借閱情況，學生亦更瞭解自身與同儕借閱歷程。本研究之具體成果可供未來數位學習同伴結合書籍推薦與自我調整理論之研究者參考。

摘要(英)

Reading is the most fundamental way to gain knowledge. In the past, it was difficult for teachers to find books that matched students′ levels and helped them break out of their reading comfort zone. With digital technology, students can monitor themselves through their learning e-portfolio, and teachers can understand each student′s reading status. In addition, scholars have proposed the "learning companion" concept to prompt students to interact with companions and attract students′ attention and engagement. On the other hand, self-regulation is how learners plan, monitor, and standardize their learning. In the process of reading, students can integrate self-regulated theory to choose books that better match their level or different fields.
This study applies self-regulated theory to develop a reading companion system. The system′s functions include a chatbot for checking out and borrowing books, making reading lists, recommending books, and searching for self and peer-reading e-portfolio. The experiment was conducted for twelve weeks; the first six weeks were pre and post-tests. A delay test was conducted in the twelfth week to explore the system sustainability on students′ reading ability. Behavioral sequential analysis was executed to discover potential learning patterns in the system and accurate information to help teachers grasp students′ reading situations.
The study results indicate that the student′s reading comprehension ability was improved, and the reading comprehension ability was affected by self-regulated and prior reading ability. Moreover, the self-regulated ability of the students remained unchanged, and the students with higher self-regulated ability were found to be more purposeful in planning reading information and using reading companions. The behavioral pattern analysis revealed that students who used the system in a balanced and purposeful manner had higher reading ability than those who used the system purposelessly and excessively. The students′ questionnaire feedback and teacher interviews revealed that the students′ main book selection patterns were: self-selection, peer borrowing, and teacher recommendation. The teachers reported that they understood more about students reading history. The results of this study can be used as a valuable reference for future researchers of digital learning companions who combine book recommendations with self-regulated theory.

關鍵字(中)

★ 自我調整
★ 推薦系統
★ 數位學習同伴
★ 數位學習歷程
★ 閱讀

關鍵字(英)

★ Self-regulation
★ recommendation system
★ digital learning companion
★ learning e-portfolio
★ reading

論文目次

中文摘要 i
英文摘要 ii
誌謝 iii
目錄 iv
圖目錄 ix
表目錄 xi
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 2
1-3 研究問題 2
1-4 名詞解釋 3
1-5 研究貢獻程度 3
二、文獻探討 5
2-1 閱讀 5
2-1-1 閱讀的定義 5
2-1-2 趣創者理論 6
2-1-3 閱讀之相關研究 7
2-2 聊天機器人相關文獻 8
2-2-1 聊天機器人的定義 8
2-2-2 聊天機器人的發展趨勢 10
2-2-3 聊天機器人的方法、種類、工具 11
2-2-4 聊天機器人在教育上的應用 13
2-3 推薦應用於教育 14
2-3-1 相關推薦機制 15
2-3-2 推薦用在教育之實例 17
2-4 自我調整學習與學習動機 18
2-4-1 自我調整學習 18
2-4-2 學習動機 20
三、研究方法 21
3-1 研究設計 21
3-2 研究對象 22
3-3 研究工具 22
3-3-1 國小閱讀標準化測驗 22
3-3-2 書籍等級深度分類 23
3-3-3 自我調整、動機、反思問卷 23
3-3-4 閱讀興趣問卷 24
3-3-5 系統使用情形問卷設計 25
3-3-6 系統使用行為定義編碼 25
3-4 實驗流程 26
3-5 資料收集與分析 28
3-5-1 信度分析 29
3-5-2 魏克生符號等級檢定 29
3-5-3 滯後序列分析 30
3-5-4 敘述性統計 30
3-5-5 獨立樣本T檢定 30
3-5-6 成對樣本T檢定 30
3-5-7 共變數分析 30
四、系統設計與實作 31
4-1 系統簡介 31
4-2 系統環境架構 31
4-3 系統功能介紹 32
4-3-1 系統設計概念 32
4-3-2 閱讀學伴 33
4-3-3 深廣書單、願望書單 35
4-3-4 搜尋書籍 37
4-3-5 書籍摘要檢視 37
4-3-6 班級深廣書單 38
4-4 閱讀歷程呈現 39
4-4-1 同學借閱書籍 40
4-4-2 同學借閱狀況 40
4-4-3 閱讀圖譜 41
4-5 教師端工具 42
4-5-1 歷史借閱紀錄 43
4-5-2 推薦學生書籍 44
4-5-3 深廣、願望書單 45
4-5-4 學生圖譜 47
4-5-5 學生深廣閱讀 47
五、研究結果 49
5-1 使用自我調整理論與閱讀學伴系統對學生自我調整能力及成效影響之探究 49
5-1-1 閱讀自我調整能力之影響 49
5-1-2 閱讀理解能力之影響 51
5-2 閱讀自我調整高低對學生系統使用及閱讀理解影響之探究 52
5-2-1 閱讀自我調整高低對閱讀理解之影響 52
5-2-2 閱讀自我調整高低對使用系統之閱讀資訊面向差異 54
5-2-3 閱讀自我調整高低對使用系統之學伴使用面向差異 55
5-2-4 系統相關、閱讀理解、閱讀自我調整相關聯 56
5-3 系統功能使用階層式分群分析 57
5-3-1 不同使用系統行為對閱讀理解之影響 59
5-3-2 系統功能行為序列流程及行為編碼 60
5-3-3 不同系統功能使用之行為序列分析 61
5-3-4 不同系統功能組別之行為序列轉換圖比較 61
5-4 學生閱讀情形問卷分析 66
5-4-1 閱讀態度分析 66
5-4-2 閱讀興趣分析 68
5-4-3 學生主要選擇書籍相關 70
5-5 研究後教師系統使用調查結果 70
5-5-1 教師認為學生使用成效評估 71
5-5-2 教師系統使用狀況 72
5-5-3 推薦學生書籍之功能探討 74
5-5-4 系統功能呈現與實用程度探討 74
5-5-5 學生端功能設計實用程度探討 75
5-5-6 推薦機制的導入看法 75
5-5-7 對系統建議及看法 76
六、討論 77
6-1 前後測及延宕測試探討 77
6-2 開放學習者模型與自我調整理論 79
6-3 閱讀學習同伴對學生之影響 80
6-3-1 閱讀學習同伴對學生自我調整之影響 80
6-3-2 閱讀學習同伴對閱讀理解能力之影響 81
6-4 自我調整階段與系統功能設計相關係 82
6-5 學生書籍借閱實際影響之探討 83
6-5-1 同儕影響學生實際書籍借閱 84
6-5-2 教師影響學生實際書籍借閱 85
七、結論 87
7-1 研究結論 87
7-1-1 使用閱讀學習同伴系統之後，整體學生閱讀理解能力有提升趨勢 87
7-1-2 使用閱讀學習同伴系統之後，整體學生自我調整能力維持不變 87
7-1-3 學生閱讀理解能力受到自我調整能力與先備閱讀能力影響 87
7-1-4 自我調整能力高的學生更有目的進行閱讀資訊規劃與使用閱讀學伴 88
7-1-5 使用頻率為均衡使用組之學生在閱讀理解能力上有較好表現 88
7-1-6 接受閱讀學伴推薦及目的性規劃系統使用模式之組別閱讀理解能力較高 89
7-1-7 學生使用系統時主要採用：自己選擇、同儕彼此借閱、老師推薦選書模式 89
7-1-8 教師透過系統可更瞭解學生借閱情況，學生亦更瞭解自身與同儕借閱歷程 90
7-2 研究限制 91
7-3 未來展望 91
參考文獻 93
中文文獻 93
英文文獻 93
附錄一、行為與社會科學研究倫理委員審查 102
附錄二、學童、家長、教師受測同意書 103
附錄三、動機、反思、自我調整問卷 111
附件四、閱讀興趣問卷 115
附錄五、系統使用問卷 116
附錄六、教師訪談問卷 118
附錄七、教師訪談紀錄表 121
附錄八、現場實際使用情況 123
附錄九、閱讀學伴組行為轉移調整後殘差表 124
附錄十、閱讀圖譜組行為轉移調整後殘差表 125
附錄十一、均衡使用組行為轉移調整後殘差表 126
附錄十二、頻繁使用組行為轉移調整後殘差表 127

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指導教授

洪暉鈞(Hui-Chun Hung)

審核日期

2022-7-26

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